Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Chapter 10 Reporting and Evaluating Research

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.2 By the end of this chapter, you should be able to: Define the purpose of a research report Identify factors important in writing for audiences Describe the types of research reports Describe the procedures for structuring a research report Write in a sensitive and scholarly way List criteria for evaluating the quality of research

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.3 What Is a Research Report? A research report is a completed study that reports an investigation or exploration of a problem, identifies questions to be addressed, and includes data collected, analyzed, and interpreted by the researcher.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.4 The Audience for Your Report Determine the acceptable standards Look in journals to learn the criteria required for submitting articles Look at the literature for specific standards Check with the school to determine specific standards for a thesis or dissertation

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.5 The Types of Research Reports Dissertations and theses Dissertation and theses proposals Journal articles Conference papers Conference paper proposals Reports for policy makers and schools

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.6 Learn How to Structure Research Reports Examine: –The APA heading styles –The six steps in the research process –The research questions or hypotheses –The structures or different types of reports

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.7 Structure of a Quantitative and Qualitative Proposal Quantitative Format Title page Abstract Introduction Review of the literature Methods Timeline, budget, and preliminary chapter outline References Appendices Qualitative Format Title page Abstract Introduction Procedure Preliminary findings Anticipated outcomes and tentative literature review (optional) Timeline, budget, and preliminary chapter outline References Appendices

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.8 Variations in Structure of a Qualitative Study Scientific model Storytelling model Thematic model Descriptive model Theoretical model Experimental, alternative, or performance models

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 10.9 How Do You Write Your Report in a Sensitive and Scholarly Way? Use nondiscriminatory language –Avoiding demeaning attitudes, including biased assumptions, and awkward constructions that suggest bias because of gender, sexual orientation, racial or ethnic group, disability, or age –Study examples of nondiscriminatory language construction –Be sensitive to labels for individuals or groups (call them with names that they use)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Writing in a Scholarly Way Encode scholarly terms Employ a point of view consistent with quantitative and qualitative approaches Balance research and content Interconnect parts of the study Use computer aids

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating the Quality of a Research Report Does it meet publication standards? Will it be useful in our school? Will it advance policy discussions? Will it add scholarly knowledge about a topic or research problem? Will it help address some pressing educational problem?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Signs of a Poor Quantitative Research Study Validity and reliability of data-gathering procedures Inappropriate research design or problems in research design Limitations of study not stated Inappropriate sampling

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Signs of a Poor Quantitative Research Study (cont’d) Results of analysis not clearly reported Inappropriate methods to analyze data Unclear writing Assumptions not clearly stated Data-gathering methods not clearly described

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Signs of a Poor Qualitative Research Study Weak links to philosophical ideas behind the research Lack of rigorous data analysis Lack of advocacy for the participants

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Qualitative Standards: Lincoln’s (1995) Philosophical Criteria Standards set in inquiry community (guidelines for publication) Positionality (“text” honest and authentic) Community (serves community purposes) Voice (participants heard)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Qualitative Standards: Lincoln’s (1995) Philosophical Criteria (cont’d) Critical subjectivity (researcher heightened self- awareness/creates social transformation) Reciprocity (between researcher and participants) Sacredness of relationships (respect for participants) Sharing privileges (sharing of rewards with participants)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Qualitative Standards: Creswell’s (1998) Procedural Criteria Rigorous data collection (multiple forms, extensive data) Consistent with philosophical assumptions of qualitative research (evolving design, multiple perspectives) Employs tradition of inquiry (e.g., case study, grounded theory, narrative) Starts with focus on central phenomenon Written persuasively Multiple levels of analysis Narrative engages the reader Includes strategies to confirm accuracy

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Qualitative Standards: Richardson’s (2000) Participatory Advocacy Criteria Substantive contribution (significant understanding of social life) Aesthetic merit (practices open up text, artistically shaped, not boring) Reflexivity (adequate self-awareness, self- exposure to reader) Impact (affects the reader emotionally, intellectually, moved to action) Expression of reality (seems “true”)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Process Criteria to Use for All Research Research problem The literature review The purpose statement and questions/hypotheses The data collection The data analysis The report writing